Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix
Open accessAbstract
This study focuses on the potential of generative artificial intelligence tools in education, particularly through the practical application of the 4PADAFE instructional design matrix. The objective was to evaluate how these tools, in combination with the matrix, can enhance education and improve the teaching–learning process. Through surveys conducted with teachers from the University of ESPE Armed Forces who participated in the MOOC course “Generative Artificial Intelligence Tools for Education: GPT Chat Techniques”, the study explores the impact of these tools on education. The findings reveal that generative artificial intelligence tools are crucial in developing massive MOOC virtual classrooms when integrated with an instructional design matrix. The results demonstrate the potential of generative artificial intelligence tools in university education. By utilizing these tools in conjunction with an instructional design matrix, educators can design and deliver personalized and enriching educational experiences. The devices offer opportunities to enhance the teaching–learning process and tailor educational materials to individual needs, ultimately preparing students for the demands of the 21st century. The study concludes that generative artificial intelligence tools have significant potential in education. They provide innovative ways to engage students, adapt content, and promote personalized learning. Implementing the 4PADAFE instructional design matrix further enhances the effectiveness and coherence of educational activities. By embracing these technological advancements, education can stay relevant and effectively meet the digital world’s challenges.
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Several studies have highlighted the benefits of using GenAI for adaptive curriculum development.
“Several studies have highlighted the benefits of using GenAI for adaptive curriculum development (Ruiz-Rojas et al., 2023;Shimizu et al., 2023;Singha & Singha, 2024).”
From Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania (2024) · cites this paper as Ruiz-Rojas et al., 2023
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References 16 · Cited by 340
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- Authors
- Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & Gonzalez-Rodriguez, M.
- Affiliations
- Universidad de las Fuerzas Armadas ESPE (EC)
- Universidad de Las Américas (EC)
- Universidad Complutense de Madrid (ES)
- Intelligent and Interactive Systems Laboratory, Universidad de Las Américas, Quito 170125, Ecuador
- Corresponding author
- Acosta-Vargas, Patricia
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2023-07-25
- Volume
- 15
- Issue
- 15
- Pages
- 11524
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W4385278310
- Cited by
- 340
- References
- 16
- Citations by year
- 2026: 78 · 2025: 129 · 2024: 129 · 2023: 3 · 2022: 1
- FWCI
- 79.56
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Sustainability (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Universidad de Las Américas-Ecuador (INI.PAV.22.01, INI.PAV.22.02, INI.PAV.23.01)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
- Keywords
- generative AI in education, instructional design, MOOCs, virtual learning environments, personalized learning, teaching-learning process, university faculty, higher education
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